GSC 2015-16 Activities for Secondary Schools
October Challenge – Energy Efficiency and Conservation
Activity 1: Community Involvement and Action – Adopt-a-Tree to Conserve Energy
Overview
Trees can be used to produce and conserve energy. For example, wood from trees can be burned to
release energy for heat or power. In the past, wood accounted for most of the world’s energy and
heating needs. Today, in the United States, wood and other plant-based biomass fuels account for less
than 5 percent of the fuel used for energy production because we rely heavily on fossil fuels, a nonrenewable resource. However, trees can still be used to help conserve energy!
Activity Description
Research the uses of trees for energy and products, and the ways in which they can be used to conserve
energy. The purpose of this challenge is to forge a closer connection with nature as well as to learn about
the practical uses of trees as energy conservation tools.
Guidelines
 Students should learn about the history of trees as energy sources and their evolving use as
energy saving tools
 Search for an adopt-a-tree program in your County and enroll in groups or as a classroom
 Students should learn all they can about their adopted tree. What species is it? How old do you
think it is? What animals like to live in or around it? What are its common uses for humans?
 Now think of how this tree can be used to conserve energy for the school. What would be an
ideal spot to plant it for shade? What do you think will be the effects of this tree on the school’s
energy bill?
 Measure and take photos of it regularly, make bark rubbings, and gather seeds/leaves/flowers
from the tree
 Create a campaign and share what you learned with family and neighbors.
o Promote the adopt-a-tree program you enrolled in or sell tree seedlings for fundraising while
educating the public about their uses as energy conservation tools
Miami Dade County single-family or duplex homeowners are eligible to receive
two free trees per year, even if they have adopted trees in past years.
Trees reduce air-conditioning costs by providing shade, and help remove tons
of carbon dioxide from the air.
For more information, email adoptatree@miamidade.gov or call 305-3726784.
Activity 2: Hands-on Learning/Reporting or Presentation – How big is Your Footprint?
Overview
Many of our daily activities cause greenhouse gas emissions. These emissions result in what is known as
a carbon footprint. The amount of land area required to support your resource needs is what is known
as an ecological footprint.
Activity Description
How many planet Earths would it take to support your lifestyle? Find out using the online calculators
listed below.
Guidelines
 The United States Environmental Protection Agency (EPA) provides an online carbon footprint
calculator. Students will calculate their individual footprints here: http://www3.epa.gov/carbonfootprint-calculator/
 The Global Footprint Network provides an online land use calculator as well as scenarios to
reduce your footprint. Students can calculate how much land area it takes to support their
individual lifestyle here: http://footprintnetwork.org/en/index.php/GFN/page/calculators/
 Students will develop a report or presentation detailing their results from both footprint
calculators, the ways in which they can reduce their footprints, and what they plan to change
about their lifestyle to accomplish these goals.
 Now attempt to create an *infographic to promote your results. Consider publishing the
infographic in a newsletter or on the school website to raise awareness about energy efficiency
and conservation.
*An infographic is a visual image such as a chart or diagram used to represent information or data.
Activity 3: Theatrical/Multi-media – Create a PSA for Energy Efficiency
Overview
According to Energy Star, a U.S. government program dedicated to protecting the environment through
energy efficient practices, you can save up to 30 percent of your current utility bill just by making more
efficient choices.
Activity Description
Students will experience first-hand what a difference a small change, like turning up the air conditioning
a few degrees every day, can make for energy conservation. Then students will create a theatrical
performance about energy conservation, global warming, and climate change.
Guidelines
 Ask students to turn up the A/C a few degrees at home when no one is around
 Keep track of the thermostat changes and review the utility bill at the end of the month
 Do you think turning up the A/C a few degrees will positively affect the school? (Note, this is a
tricky question as the A/C is required at schools for efficient learning. Think about whether a few
degrees higher will make a difference to the room.) What are the environmental benefits?
 Create a public service announcement (PSA) video, theatrical skit or flash mob about energy
efficiency and what your temperature alterations have done to save you money and energy
 We suggest the performance to be between 1 to 2 minutes long
 The performance may be done in the classroom, in a school assembly, etc.
 Video record or take pictures of what was done
Tip
To view an example of a PSA, search for the U.S. Environmental Protection Agency YouTube channel and
look for the videos titled: “Earth Day Message: What I Want.”
Activity 4: Create Your Own Energy Efficiency and Conservation Challenge
Overview
This activity is intended for Green Team members to use their creativity and apply their leadership skills
to design and lead an energy efficiency and conservation project of their choosing.
Activity Description
By undertaking this activity, Green Teams will have the opportunity to design their own energy efficiency
and conservation initiative.
Guidelines
 Students work in groups to design an activity that will enhance their understanding of energy
efficiency and conservation or the relationship between energy and water
 Make sure the activity: 1) identifies a problem area, 2) helps solve a problem, and 3) leads to
behavioral changes or greater understanding of energy efficiency or conservation
 Remember there are points to be earned and prizes to be won. So make sure the information is
resourceful, creative and has an effective message.
 Creating your own activity earns you 1 bonus point in the challenge!
Activity 5: WE-LAB – The Water & Energy Nexus
Overview
Energy and water are intrinsically linked through the water-energy nexus. Producing energy requires
water, while treating and delivering potable (drinking) water requires large amounts of energy. For
example, a person uses four times more water in energy consumed by watching TV and turning lights
on than by direct water use like taking a shower, brushing their teeth or washing the dishes.
Activity Description
Discuss as a group the water-energy nexus, the different ways to produce energy and how much water
they use per day. Identify appliances at home and at school that include the water-energy nexus such
as a low-flow showerhead with a Water Sense label. By saving water at home, you can save energy by
using less heated water, reduce greenhouse gas emissions, and save money in the process.
Together as a class, use the Water-Energy-Climate Calculator (WECalc) to calculate a sample home’s
water and energy footprint in order to demonstrate how the choices made at home can impact our
world’s freshwater resources. WECalc will ask the class a series of questions about home water use
habits. Based on replies, it estimates water use and provides personalized recommendations for
reducing that use.
Tips: How to save water and energy
Fix a leak by checking your plumbing fixtures and irrigation systems
Turn off the tap while brushing your teeth
Use low-flow showerheads and faucet aerators
Turn the temperature on your hot water heater down
Use a shower timer; and limit the shower to 10 minutes
Sweep driveways, sidewalks, and steps rather than hosing off
Use a dishwasher instead of manually washing dishes, but make sure the
dishwasher is full
Flush only when necessary
Wash only full loads of laundry, and use cold water instead of hot
Guidelines
 Research the importance of water and energy conservation
 Together as a class, use a sample household to calculate water and energy footprint with the
Home Water-Energy-Climate Calculator (WECalc) http://wecalc.org/
 Discuss different items in the home or school that incorporate the water-energy nexus
(showerheads, washing machines, stovetops, etc.)
 Students commit to implement three to five actions at school or home that will save energy, and
therefore water
 Present water-energy savings actions to the class through drawings, picture collages, or speeches
 Provide pictures of class commitments and/or presentations
 Contact Dream in Green staff to get faucet aerators and showerheads for your home and school
November Challenge – Waste Reduction and Recycling
Activity 1: Community Involvement and Action – Host a Swap Shop
Overview
One person’s trash is another person’s treasure! However, we live in a throw-away culture. Because we
have the ability to create and purchase unlimited new products, landfills are overflowing with things that
are still usable. Instead of tossing something that is no longer being used, bring it in and exchange it for
something useful.
Activity Description
The Green Team will organize and host a swap shop for the school and local community to promote a
less wasteful society.
Guidelines
 Select a day and time to host the swap shop
 Promote the swap shop throughout the school and community, allowing enough time to collect
goods
 Collect old, lightly-used items such as electronics, small furniture, household goods, books,
clothing, sports equipment, bikes, gardening tools, magazines, and toys.
 The Green Team may decide to impose a rule in which you have to bring something in order to
take something
 Create a fun and open environment for shoppers!
 Donate any leftover items to a charity of your choice
Activity 2: Hands-on Learning/Reporting and Presentation – Composting at School
Overview
Sometimes waste is not necessarily the typical trash we are used to throwing away. In the United States,
40% of the food grown is wasted, equaling more than 20 pounds of food per person per month. Reducing
the amount of food wasted has significant economic, social and environmental benefits.
Activity Description
This is a two-part challenge. First, students will watch a documentary about food waste and then make
a compost bin for school.
Guidelines
 Watch a documentary about food waste from the list provided below or find your own
 Take notes of what you learned and what actions you will take from now on
 Research the benefits of composting and make your own compost bin(s) (try using recycled
materials for your compost site)



Collect food wastes and any other items that can be composted (article listed below) to fill the
bin(s)
Make signs to place around school and near the compost bin(s) with messages from your notes
based on the documentary
Use compost to fertilize gardens
Resources
 Fertile Earth Foundation Compost DIY - https://vimeo.com/69719471
 “Just Eat It” - http://www.foodwastemovie.com/schools/
 “Just Eat It” educational curriculum (multiple sources within this document):
http://www.foodwastemovie.com/wp-content/uploads/2015/02/HD14-DFS-JustEatIt-EducationalCurriculum.pdf
 Article: http://www.thinkeatsave.org/index.php/tips-to-keep-your-food-bill-and-food-print-down
 DIVE! (http://www.divethefilm.com/)
 Examples of homemade compost bins can be found here: http://theselfsufficientliving.com/hoe-tomake-a-diy-homemade-compost-bin/
 Article: https://www.ecocycle.org/files/School%20Compost%20Programs%20Pathways%20to%20Success.pdf
 Article: http://www.smallfootprintfamily.com/100-things-you-can-compost
Activity 3: Theatrical/Multi-media – The Pacific Trash Vortex (Activity created in collaboration with
Debris Free Oceans)
Overview
A lot of our trash, especially plastics, ends up in the ocean where it is out of sight and out of mind. But
what really happens to those plastics?
Activity Description
Students will learn about the trash vortex through the use of scholarly articles, videos, or news reports.
Then they will develop an outreach campaign to spread awareness about what they have learned.
Guidelines
 Research about plastics, micro-plastics, the Pacific Trash Vortex, and any other sub-topic related
to plastic and watch one or more of the documentaries suggested below
 Take notes of what you learned
 GSC teacher leaders can guide a group discussion with questions such as:
o Is this a problem limited to the vortex in the Pacific Ocean only?
o What about our fragile Florida coastline?
o Is this area an actual ‘island’ or more of a floating soup?



o Why hasn’t anyone cleaned it up?
o Do you as an individual person, or family, contribute to this ocean plastic problem?
o Where does all plastic in the water come from? Why is there so much?
o What can we do about this problem? What actions will you take from now on?
Based on the discussion, have students identify three important issues that should be addressed
and shared with other students, and better yet, at home and the community
Design an outreach and awareness campaign about the vortex and plastics. Who is your target
audience? What is/are the most important message(s)? What can they do to help?
The campaign could be a skit, public service announcement, or any other theatrical performance
the group comes up with
Resources
 Documentaries: “Plastic Paradise” (http://plasticparadisemovie.com/), “Bag It”
(http://www.bagitmovie.com/), “Addicted to Plastic”, “Plastic Planet”, “Tapped”
 Article: http://education.nationalgeographic.com/education/encyclopedia/great-pacific-garbagepatch/?ar_a=1
 http://education.nationalgeographic.com/education/encyclopedia/ocean-gyre/?ar_a=1

Organizations creating awareness about plastic: 5gyres.org, DebrisFreeOceans.org
Activity 4: Create Your Own Waste Reduction and Recycling Challenge
Overview
This activity is intended for Green Team members to use their creativity and apply their leadership skills
to design and lead a waste reduction and recycling project of their choosing.
Activity Description
By undertaking this activity, Green Teams will have the opportunity to design their own waste reduction
and recycling challenge.
Guidelines
 Students work in groups to design an activity that will enhance their understanding of waste
reduction and recycling
 Make sure the activity: 1) identifies a problem area, 2) helps solve a problem, and 3) leads to
behavioral changes or greater understanding of waste reduction and recycling
 Remember there are points to be earned and prizes to be won. So make sure the information is
resourceful, creative and has an effective message.
 Creating your own activity earns you 1 bonus point in the challenge!
Activity 5: WE-LAB – Watershed Protection Campaign
Overview
All watersheds get water from rainfall. Rain flows as runoff over pavement and other surfaces which
then runs into storm drains and eventually to canals and surface water. As it flows along, runoff
collects everything in its path making water dirty and/or toxic to life forms.
Activity Description
Green Team members raise awareness about this issue through a campaign to inform others on the
importance of ensuring waste does not enter the watershed. They may also promote waste reduction
through art made by reused items.
How to Protect Your Water
Keep trash and chemicals out of storms drains
Don’t litter
Prevent garbage from getting into storm drains
Clean up after your animals and properly dispose of their waste in the garbage
Limit use of lawn fertilizers and yard pesticides
Guidelines
 Research the effects of waste on storm water runoff and how to clean up your watershed
 Think of ways to protect your watershed from waste and pollution
 Organize litter pickups at school or find out if there are any river or beach clean-up projects in
the area
 Design an awareness campaign and create posters and flyers
 Optional: Up to 2 bonus point will be awarded to students who create their own watershed with
clay and rocks
 It is important to keep track of how many people were educated (students, staff, and parents
should be tallied separately)
 Send pictures of posters created and the tallied results
 If a watershed is created, send photographs of the completed project for bonus points
December Challenge – Water Conservation
Activity 1: Community Involvement and Action – What’s in Your Water?
Overview
Over 8 million people –plus the environment, agriculture, businesses and visitors– rely on South Florida’s
limited water resources. Government efforts alone cannot provide the range and variety of information
to assess water quality in each watershed. It is our responsibility to respectfully manage our water
resources.
Activity Description
Students will learn about nutrient runoff and eutrophication, then test a community body of water and
determine its composition.
Guidelines
 Information about eutrophication and dead zones:
http://earthecho.org/uploads/files/worksheets/Dead_Zones_For_Dinner_Worksheets.pdf
 Further information about nutrient pollution:
http://earthecho.org/uploads/files/worksheets/Dead_Zones_For_Dinner_Worksheets.pdf
 EarthEcho Expedition Checklist: http://earthecho.org/uploads/files/lessonplans/Expd_Checklist_2013_1201.pdf
 Participate in EarthEcho World Water Monitoring Challenge: http://www.monitorwater.org/
 Provide own information/research about eutrophication and water quality, get water test kits,
develop report and present findings to school and the community.
Activity 2: Hands-on Learning/Reporting or Presentation – Water Conservation Eco-Art
Overview
Eco-art education draws inspiration from activist artists who have been responding to environmental
issues and concerns in creative ways for decades, including Lynne Hull and Andy Goldsworthy. These
artists, and the next generation following in their footsteps, have touched countless viewers through
their understanding of environmental concerns as well their innovative solutions for them, thereby
reaching people in ways that scientists have been unable to do.
Activity Description
For this challenge, students will become eco-artists and the goal is to design, create and implement an
art installation. The installation should make the building more eco-friendly by helping conserve water.
Guidelines
 Research what is eco-art and look for examples. Who are some of the famous eco-artists?
Resources provided below.
 Identify all the areas in which water is used around school and choose one for the project
 Get creative! Design your masterpiece. Tip: have the brainstorming session outdoors to
maximize inspiration!
Resources – check out these websites for inspiration
 https://www.facebook.com/Eco.Art.Works
 http://www.plantthefuture.com/ (Facebook page as well)
 Environmental artists: Joseph Beuys, Hans Haacke, Agnes Denes, Lynne Hull, Xavier Cortada,
and Andy Goldsworthy
Activity 3: Theatrical/Multi-media – Relay for Water Conservation
Overview
Water is quickly becoming the world’s most precious resource and it is considered by many the new
‘gold’ of this century. Students will participate in a relay race using the average amount of water humans
consume daily to paint an accurate picture of the sheer amount of water a single person can use.
Activity Description
Students will research how much water the average American uses daily and calculate their
individual/household water consumption. The students will then have a relay race, transporting gallons
of water from one point to another.
Guidelines
 Determine the amount of water to be transported in the relay race in one of two ways:
o Students can research online the average amount of water Americans use daily for showers,
toilets, sinks, dishwashers, washing machines, and outdoor water use.
o Or
students
can
use
an
online
water
calculator
like
this
one:
https://www.swfwmd.state.fl.us/conservation/thepowerof10/
to
determine
their
individual/household water consumption in gallons. After each student finds their number,
the class can determine what their collective average is.
 Set up a relay race where students have to carry buckets or gallon water jugs from one point
to another. Another method could be to have two large bins, one filled with the determined
water consumption average and the other one is empty. Students then race to transfer the
water from one bin to the other using cups.
 The point of the relay race/challenge is to visibly see the amount and feel the weight of how
much water humans actually use.
 Come up with a creative yet conscious use for the water after the race.
Activity 4: Create Your Own Water Conservation Activity
Overview
This activity is intended for Green Team members to use their creativity and apply their leadership skills
to design and lead a water conservation project of their choosing.
Activity Description
By undertaking this activity, Green Teams will have the opportunity to design their own water
conservation initiative. The table below shows examples of activities completed in years past that you
may want to consider.
Guidelines
 Students work in groups to design an activity that will enhance their understanding of water
conservation or the relationship between energy and water.
 Make sure the activity: 1) identifies a problem area, 2) helps solve a problem, and 3) leads to
behavioral changes or greater understanding of water conservation.
 Remember there are points to be earned and prizes to be won. So make sure the information is
resourceful, creative and has an effective message.
 Creating your own activity earns you 1 bonus point in the challenge!
Activity 5: WE-LAB – Building a Model Aquifer
Overview
Only one tablespoon in every gallon of water on Earth is fresh water (called potable water). The
remaining water is salty, or frozen as ice.
Use of ground water supplies is increasing at twice the rate of surface supplies, and the trend is
expected to continue. Until the late 1970’s, it was widely believed that ground water was protected
from contamination by the natural filtering effect of the many layers of soil, sand, gravel and rocks. We
now know that pollutants can travel through all these layers. Incidents of serious contamination have
been reported in every state in the nation.
In Miami-Dade County, the majority of fresh water is supplied by the Biscayne aquifer.
Activity Description
Students will use a model of an aquifer to describe how ground water flows through the Biscayne
aquifer, how it can become contaminated, and why it is so difficult to clean contaminated ground water.
A model can be a very flexible tool which will allow students to simply study groundwater flow, look at
how well placement affects yield, or examine how ground water is vulnerable to contamination. For
primary schools, each student can use a cup to build their own model aquifer. For secondary schools,
the teacher may lead groups of four or five students in building their own models, or the teacher may
build a single, larger (the larger the better) version for demonstration.
Primary Schools Activity Details
http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_k3_aquiferinacup.pdf
Secondary Schools Activity Details
http://water.epa.gov/learn/kids/drinkingwater/upload/2009_04_29_kids_activity_grades_912_buildingamodelaquifer.pdf
Guidelines
 Research where our drinking water comes from
 Discuss why it is important to protect the Biscayne aquifer
 Review the activity details in the links provided above
 For secondary schools, you may use an aquarium or large clear vase as alternative options to
building a Plexiglas structure
 Have students present their aquifer to the class
 Send pictures of the students building their model aquifer and of the completed project to Dream
in Green staff.
January Challenge – Alternative Transportation
Activity 1: Community Involvement and Action – Bike it! Walk it! Like it!
Overview
Transportation by automobiles increases traffic congestion and air pollution, both locally and globally.
Carpooling, using public transit, walking or bicycling just one day a week for a year can save you more
than $500 a month in total driving costs.
Activity Description
This activity raises awareness of the negative environmental impacts of driving and encourages students
to bike, walk, or carpool to school. The Green Team will develop and implement a Positive Behavioral
System for students who use green transportation methods to get to school.
Guidelines
 Design a plan: it is up to the Green Team to decide how they want the challenge to work, we
propose the following week long initiative:
o Set up arrival stations on school grounds where participants can look for Green Team
members
o Come up with a points system to keep track of how many people participate and select
winners at the end (Tip: points could be handed in the form of a token, ticket or any other
creative idea the team comes up with. Try to “reuse” instead of purchasing something new.)
o At the end of the week the student(s) with the most points receives a prize such as a gift card,
field trip, or a perk during school hours. (Tip: consider writing a letter to local stores (i.e.
athletic wear stores, bike shop) and restaurants (i.e. yogurt shop, pizza restaurant) asking
them to donate a voucher or gift certificate for the winners of the challenge. Let them know
you will promote their business at school throughout the duration of the challenge.)
 School Administration: obtain approval and support from school principal and administration
 Tally: create a tally sheet to quantify how many students ride with a parent, how many carpool,
and who walks or bikes to school each day of the week
 Recruitment: recruit and educate all participants, including parents, on what the challenge
entails and the benefits that will result from participating
 Kick‐Off Event: promote the kick‐off event throughout the school community
 Promotion/Sustainability: maintain program enthusiasm by recognizing members, writing an
article for a local newspaper and the GSC newsletter, or creating a competition, etc.
 Assessment: administer a post-challenge survey to get feedback of what participants thought of
the challenge and ideas on how to improve it. What was their favorite mode of transportation?
Will they change the way they travel to school from now on?
 Repeat: If the initiative is successful, it may be extended as the Green Team sees fit

Share: Share your results and pictures on social media.
Activity 2: Hands-on Learning/Reporting or Presentation – Experiment with Alternative
Energy for Transportation
Overview
What other ways can vehicles be powered with rather than fuels? Alternative energy refers to energy
sources that have no undesired consequences and are alternate to fossil fuels. Alternative energy
sources are renewable and have lower carbon emissions than conventional sources. Students will
perform hands-on experiments with alternative energy sources in order to gain a better understanding
of how they differ from non-renewable energy sources. Which alternative energy source would you use
to power vehicles?
Activity Description
Depending on available funds, amount of people participating, and the age of the students, the Green
Team or teacher will decide on an experiment relating to alternative energy to perform. Some resources
have been provided below with instructions for various projects such as solar powered cars, and
hydrogen fuel cells. Think about applying for a grant from Dream in Green’s ‘Grants for Green Leadership’
program. For more information visit: dreamingreen.org/green-leadership-program/
Guidelines
 Look through the resources provided and decide on an experiment to perform. You may research
and decide on a different experiment, as long as it incorporates alternative energy sources. Minigrants may be provided by Dream in Green to help fund material acquisition.
 Educate students about alternative energy, especially the source for the experiment.
 Ask students to research the best alternative energy source to power vehicles.
 Gather all materials needed and perform the experiment.
 Keep notes and take pictures/videos throughout the process.
Resources:
http://sunwindsolar.com/category/solar-car-inventor-kits/
http://energy.gov/sites/prod/files/2014/07/f17/transportation_alternativefuels.pdf
http://www.nrel.gov/education/pdfs/educational_resources/high_school/solar_projects_hs.pdf
Activity 3: Theatrical/Multi-media – Parking Space Decoration
Overview
There are many benefits to alternative transportation, such as saving money, losing weight, and cutting
carbon emissions. This activity stimulates student creativity while teaching them about conventional and
alternative transportation fuels.
Activity description
Engage in a discussion about the different modes of transportation and which are less polluting to the
environment. Which transport should be encouraged for a healthier and cleaner planet? You can also
discuss the benefits of using cars less often: decrease dependence on oil, make our air cleaner, reduce
carbon emissions, keep streets safer, promote exercise, save money, and support transport innovation.
Then, cheer on classmates, teachers and school staff that carpool or own eco-friendly vehicles by
decorating their parking space, or for those who bike decorate the bike racks.
Guidelines
 The Green Team will determine how they wish to implement the Parking Space Decoration
activity
 Obtain approval and support from the school principal and administration
 Some ideas for decoration:
o Materials: chalk, eco-paint, signs made of recyclable materials
o Signs can include fun facts and benefits related to alternative transportation methods
 Think of other areas around your neighborhood where this idea could be implemented, such as
driveways or sidewalks, and see if the activity can be extended to those areas
 Tally how many parking spaces or bike racks were decorated
Activity 4: Create Your Own Alternative Transportation Activity
Overview
This activity is intended for Green Team members to use their creativity and apply their leadership skills
to design and lead an alternative transportation project of their choosing.
Activity Description
By undertaking this activity, Green Teams will have the opportunity to design their own alternative
transportation initiative.
Guidelines
 Students work in groups to design an activity that will enhance their understanding of alternative
transportation



Make sure the activity: 1) identifies a problem area, 2) helps solve a problem, and 3) leads to
behavioral changes or greater understanding of the benefits of alternative transportation.
Remember there are points to be earned and prizes to be won. So make sure the information is
resourceful, creative and has an effective message.
Creating your own activity earns you 1 bonus point in the challenge!
Activity 5: WE-LAB – The Water - Fuel - Energy Connection
Overview
As alternative transportation vehicles that use biofuel or electricity continue to gain popularity, water
will become increasingly linked to transportation energy. In fact, biofuels produced from renewable
resources such as plants, vegetable oils, or treated waste, are often criticized for their high water
consumption in their production. For example, corn-based ethanol, which is generally considered an
eco-friendly fuel, on average takes 3.5 to 6 gallons of water to produce one gallon of ethanol.
This can present quite a dilemma for even the most environmentally conscious consumer: which is better
– saving water or avoiding fossil fuel use and emitting Co2? Since water and energy are linked through
the Water-Energy Nexus, the answer is we must do both. Good ways to avoid fossil fuel use and save
water include driving less, carpooling, using public transportation and walking or biking.
Activity Description
Students are to create an infographic that demonstrates the use of water and Co2 in transportation fuels.
An infographic is a visual image such as a chart or diagram used to represent information or data. The
infographic should also include solutions to this dilemma through the use of different alternative
transportation modes such as driving less, carpooling, using public transportation and walking or biking.
Guidelines
 Research the different types of transportation fuels, what they are used for, the importance of
fuel, the different activities where fuel is used directly or indirectly and how to decrease fuel
use.
 Additionally, research alternative modes of transportation and how they compare to traditional
modes: what are the pros and cons?
 Research infographics and learn of different ways to present a topic or issue visually
 Discuss findings as a group and develop an infographic with information on the use of water in
and emittance of Co2 from transportation fuels
 Implement recommendations on reducing use of fuel at school and home
Software programs for your computer
 https://infogr.am/
 http://piktochart.com/
February Challenge – Green Buildings
Activity 1: Community Involvement and Action – How Green is Your Neighborhood?
Overview
A sustainable or eco-city is a city designed with consideration of environmental impact. Although there
is no completely agreed upon definition for what an eco-city should be, there are many aspects that
can make a city or neighborhood more environmentally friendly.
The buildings in which we live, work, and play protect us from extreme nature conditions, yet they also
affect our health and the environment. Green, or sustainable, building is the practice of creating and
using healthier and more resource-efficient models of construction, renovation, operation,
maintenance and demolition.
Activity Description
This challenge allows students to put to the test all the lessons they have learned throughout the Green
Schools Challenge.
Guidelines
 Students will research green cities and identify tools and methods used by urban planners to
design eco-cities or environmentally sustainable communities
 Conduct a walkthrough of your neighborhood: take notes of what is eco-friendly about your
neighborhood and what is not
 Regroup and share findings with your team members. Come up with ideas of how to improve
your neighborhood. Think about what can be done at homes to lower carbon footprint, LEED
certification for buildings, public spaces, and other features that make a green city.
 Decide how you will present your findings (e.g. presentation, posters, PSA, etc.)
 Take the lead by starting to make changes around your school and home
 Encourage students to speak with neighbors, share what they have learned and try to persuade
them to make changes.
Resources
 Green Cities of the Future: http://www.earthday.org/greencities/cities-of-the-future/
 LEED Green Neighborhood Guide (look for the green neighborhood checklist to get ideas of
things to look out for during the walkthrough):
https://www.nrdc.org/cities/smartgrowth/files/citizens_guide_LEED-ND.pdf
 Check out Google’s proposal for a new campus: https://www.youtube.com/watch?v=z3v4rIG8kQA
Activity 2: Hands-on Learning/Reporting and Presentation – Green Buildings around
the World
Overview
Different cultures may have different ideas of what is considered a green building and what is not.
Environment, climate, use and religious beliefs may affect the way a building is designed.
Activity Description
Students will research home designs in other cultures to compare and contrast different ideas for green
buildings.
Guidelines
 Students will pick a culture or region to research and present on
 Identify and describe their home building practices
 Are they eco-friendly? If not, do they have a plan to develop more eco-friendly homes?
 What are the major differences between homes in the U.S. and theirs?
 Is there a social reason for the way the homes are built?
 What could be improved?
 What practices could be adopted by Americans?
 What is the group’s favorite green building in the world?
 Discuss results in groups and decide how you would like to present your findings.
Resources
 A good example can be found here: http://ecotrust.ca/briefing/green-and-culturallyappropriate-building-design/
 Inventive architecture around the world: http://inhabitat.com/architecture/
 Culture and sustainable development:
http://www.unesco.org/new/en/brasilia/culture/culture-and-development/culture-insustainable-development/
Activity 3: Theatrical/Multi-media – We Need to TED Talk
Overview
TED is a nonprofit that began in 1984 as a conference where Technology, Entertainment and Design
converge. TED is devoted to spreading ideas, usually in the form of short, powerful talks (18 minutes or
less). As it has gained popularity overtime, speakers cover almost any topic – from science to business
to global issues – in more than 100 languages. Meanwhile, independently run TEDx events share ideas
in communities around the world.
Activity Description
Students will watch one or more TED Talks relating to green building. The Talks should facilitate
discussion about green buildings. As a class, come up with your own green building idea and make your
own TED Talk.
Guidelines
 Possible TED Talks to choose from (you may find these on You Tube):
o Catherine Mohr “The tradeoffs of building green”
o Dan Phillips “Creative houses from reclaimed stuff”
o Michael Pawlyn “Using natures genius in architecture”
o Leisha John “White roofs for green schools”
o Dream in Green’s co-founder Nick Gunia “Greening Schools One Student at a Time”
 What did you think about the talk(s)? Was it a good idea? What would you do differently? How
could you implement the idea in your own life?
 Come up with your own idea for green building and create a TED Talk style video for it
Activity 4: Create Your Own Green Buildings Challenge
Overview
This activity is intended for Green Team members to use their creativity and apply their leadership skills
to design and lead a green building project of their choosing.
Activity Description
By undertaking this activity, Green Teams will have the opportunity to design their own green buildings
challenge.
Guidelines
 Students work in groups to design an activity that will enhance their understanding of green
buildings
 Make sure the activity: 1) identifies a problem area, 2) helps solve a problem, and 3 leads to
behavioral changes and greater understanding of green building concepts.
 Remember there are points to be earned and prizes to be won. So make sure the information is
resourceful, creative and has an effective message.
 Creating your own activity earns you 1 bonus point in the challenge!
Activity 5: WE-LAB – PSA to Save Water and Energy at School and Home
Overview
Students will learn about green buildings and encourage classmates, teachers and administrators to save
energy and water at school and home by raising awareness in a theatrical manner.
Activity Description
Students create a play, public service announcement (PSA), or any other type of performance that
demonstrates ways people can adopt eco-friendlier lifestyles – particularly by saving water and energy.
Guidelines
 Research the characteristics of a green building and ways in which people may waste energy and
water
 Research what motivates people to make behavioral changes and how messaging can influence
such changes
 In a team, create a performance with a green building message that encourages behavioral
changes that save water and energy
 We suggest the performance to be between 1 to 2 minutes long
 The play or PSA may be done in the classroom, in a school assembly, etc.
 Video record or take pictures of what was done
 Promote it on social media, the school’s website, and Youtube.com or Vimeo.com. Don’t forget
to share it with Dream in Green.
Resources
1) Software programs for your computer
 Movie Maker (Windows)
 iMovie (Mac)
2) Apps for you smartphone
 iMotion HD (iOS: Free)
 PicPlayPost (iOS: $1.99)
 Magisto Video Editor & Maker (Android: Free)
 iMovie (iOS: $4.99)
 Andromedia Video Editor (Android: Free)
March Challenge – Green Careers
Activity 1: Community Involvement and Action – Experience Green Careers First-Hand
Overview
Of all the different topics we have covered throughout the Green Schools Challenge, who is responsible
for keeping our planet clean and free from pollution? There are various companies in South Florida that
offer different services related to the environment or that incorporate ‘environmental responsibility’
into their business goals.
Activity Description
It’s time for a field trip! Discover what it means to be a “green collar” worker. Students will take a trip to
a facility or company that specializes in green careers.
Guidelines
 Contact Dream in Green staff to request a list of companies willing to host your group or ask
teachers, school staff, parents or neighbors if they know someone that works in the sustainability
sector
 Select a date for the field trip
 Appropriate permission slips authorizing students to participate will be needed
 Once the company or facility has been selected, have students research about it and come up
with questions
 After the field trip, have a discussion with the students so they can share what they learned or
have them write a one-page report
Activity 2: Hands-on-Learning/Reporting or Presentation – The Green Job Hunt
Overview
Finding a job is difficult, however, green careers are becoming increasingly popular. Students will
research and find companies that are seeking applicants for green careers.
Activity Description
This activity will demonstrate the many opportunities there are for students to go into the field of green
jobs and provide experience searching for jobs.
Guidelines
 Using any job search tool (websites, newspapers, and ads), students will find between one to
three companies that are seeking applicants for green careers.
 Students will bring in their findings to share with classmates
 What type of job is it? Who is the employer? What education is needed? Do you need
experience? What are the job duties? How much does it pay?
 Then, students can share their thoughts with the group and engage in a discussion about green
career opportunities in the US.
Resources
 What is a green career and where are the green jobs?
http://www.newsociety.com/var/storage/blurbs/9780865716438_excerpt.pdf
 Further information: http://www.bls.gov/green/greencareers.htm
Activity 3: Theatrical/Multi-media – Make a New Environmental Law
Overview
Environmental law did not fully exist prior to the 1960’s. It wasn’t until after World War II when the
science-based idea that the biosphere was a fragile system vulnerable to human-induced impairment
became widely accepted, that legal protection of the environment arose.
Activity Description
Students will learn about the history of environmental laws and the process of passing laws. As a class,
create a new environmental law you think will make a difference and go through the process of passing
it up the legislative branch.
Guidelines
 First, students will learn about the history of environmental laws and how a law is passed in the
U.S. government.
o Notable environmental laws include: Clean Air Act, National Environmental Policy Act (NEPA),
Endangered Species Act, Safe Drinking Water Act, Resource Conservation and Recovery Act
(RCRA), Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA),
and Superfund Amendments and Reauthorization Act (SARA).
 Divide the class into the House of Representatives, the Senate, a conference committee of House
and Senate members, and the President.
 Then, students should create and develop a new environmental law.
 Go through the process of discussing, amending, and passing the law up the legislative branch
until the law is finally signed or vetoed by the President.
 Submit the final bill to Dream in Green
Resources
 Article about the history of environmental law: http://www.eolss.net/sample-chapters/c04/e421-01.pdf
 Environmental law descriptions: http://www.nrdc.org/reference/laws.asp
 The legislative process: http://www.house.gov/content/learn/legislative_process/
Activity 4: Create Your Own Green Careers Activity
Overview
This activity is intended for Green Team members to use their creativity and apply their leadership skills
to design and lead a green careers project of their choosing.
Activity Description
By undertaking this activity, Green Teams will have the opportunity to design their own green careers
initiative.
Guidelines
 Students work in groups to design an activity that will enhance their understanding of green
careers
 Make sure the activity: 1) identifies a problem area, 2) helps solve a problem, and 3) leads to
behavioral changes and greater understanding of what green careers are.
 Remember there are points to be earned and prizes to be won. So make sure the information is
resourceful, creative and has an effective message.
 Creating your own activity earns you 1 bonus point in the challenge!
Activity 5: WE-LAB – Dreaming of a Green Career
Overview
According to the United Nations Environment Program a green job is work in agricultural,
manufacturing, research and development, administrative, and service activities that contribute(s)
substantially to preserving or restoring environmental quality. Specifically, but not exclusively, this
includes jobs that help protect ecosystems and biodiversity; reduce energy, materials, and water
consumption through high efficiency strategies or programs; de-carbonize the economy; and minimize
or altogether avoid generation of all forms of waste and pollution.
Activity Description
Students will perform research on the different types of careers in sustainability which may include
the renewable and solar energy industry, recycling, green building, landscapers, agriculture, etc. Other
examples include but are not limited to scientists, engineers and manufacturing, as well as non-profit,
government and education jobs. They should identify one of those careers and create a job
advertisement for a specific job. The goal of the job advertisement is to allow students to learn about
different green careers, encouraging them to consider climate friendly careers.
Importance of Green Jobs
Help and benefit the environment by reducing carbon emissions
Help save water and energy
Strengthens the economy by providing good jobs
Guidelines
 Research the importance of careers in the sustainability industry
 Identify jobs in the sustainability industry and research their job duties and responsibilities
 Create announcements or ads regarding that specific job and include tasks and pictures
 Invite a ‘green’ professional to speak to the class
 Optional: earn up to 2 bonus points if students interview professionals in their chosen
sustainability career. Students will need to submit a summary of their interview with the
professional including their name, job title and company name.
 Send pictures of the ads created